E-Journal of Humanities, Arts and Social Sciences (EHASS) - ISSN 2720-7722

Agyapong, Belinda, Gloria Obuobi-Donkor, Lisa Burback, and Yifeng Wei. “Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review.” International Journal of Environmental Research and Public Health 19, no. 17 (August 27, 2022): 10706. https://doi.org/10.3390/ijerph191710706.

Baloyi, Carine Nhlamulo. “The Impact of Educators’ Professionalism on Learners Academic Performance at Community Schools in Gauteng Province.” University of South Africa (South Africa), 2022.

Collins, Patricia Hill, Elaini Cristina Gonzaga da Silva, Emek Ergun, Inger Furseth, Kanisha D. Bond, and Jone Martínez-Palacios. “Intersectionality as Critical Social Theory.” Contemporary Political Theory 20, no. 3 (September 17, 2021): 690–725. https://doi.org/10.1057/s41296-021-00490-0.

Dewsbury, Bryan M., Holly J. Swanson, Serena Moseman-Valtierra, and Joshua Caulkins. “Inclusive and Active Pedagogies Reduce Academic Outcome Gaps and Improve Long-Term Performance.” PLOS ONE 17, no. 6 (June 15, 2022): e0268620. https://doi.org/10.1371/journal.pone.0268620.

Dizha, Memory, and M. O. Olawole. “Spatio-Temporal Analysis of Schools Performance at the National Senior Certificate (Matric) Examination in Western Cape Province, South Africa.” In International Conference of the African Association of Remote Sensing and the Environment, 119–49. Cham: Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-64213-5_7.

ENCA News. “ 2020 Matric Results | Dealing Depression and Teen Suicide.”  YouTube, 2020. https://www.youtube.com/watch?v=8RXSH-FDDlo.

Gifford, Sanford. “Repetition Compulsion.” Journal of the American Psychoanalytic Association 12, no. 3 (July 1, 1964): 632–49. https://doi.org/10.1177/000306516401200313.

Golam, M. “ Parenting Advice: Supporting Your Matric Child through Final Exams.”  Expresso Show, 2021. https://www.youtube.com/watch?v=VdhdGCyr3OE.

Gwarube, N. “  2024 Matric Results | Limpopo to Release 2024 Matric Results.” SABC News, 2024. https://www.youtube.com/watch?v=3_sIvK82tIw.

Han, S. De. “SACAP Parents’ Guide to Matric Support 2025 | Webinar. YouTube.,” 2022.

Hirsch, C. “Attachment to the Social Construct of Success and the Myth of the ‘Good College’: Effects of Toxic Stress on Affluent Adolescents.”  University of Pennsylvania, 2019.

Howie, Sarah J, Celeste Combrinck, Mishack Tshele, Karen Roux, Nelladee McLeod Palane, and Gabriel Mokoena. “PIRLS 2016: South African Highlights Report.” Centre for Evaluation and Assessment (CEA), 2017.

Jansen van Rensburg, Madri S. “Engaging Children to Make Evaluation Products More Child-Focused.” African Evaluation Journal. AOSIS, 2024.

Kader, Ismail. “Challenges of Grade Progression and Promotion in Outcomes Based Education among Educators of Grade Ten Learners in the Western Cape. a Case Study of Emmerose Secondary School.” University of the Western Cape, 2012.

Keast, Sam. “Neoliberal Wellbeing: Exploring the Culture of Psychological Meritocracy in Australian Schooling and Education.” Victoria University, 2021.

Laxman, Rajesh. “Promoting Early Childhood Literacy and Numeracy: Effective Strategies for Foundational Learning.” Xpertno International Journal of Interdisciplinary Research 1, no. 2 (2024): 13–22.

Lewis, Elicia. “Pressure, Threat, and Fear in the Classroom: Pupils’ and Teachers’ Perceptions of Soft Failure in an 11+ Context.” University of East London, 2023.

Link, L. J., M. Leeson, and J. Anthes. “The Hidden Costs of Traditional Grading Systems.” ASCD Educational Leadership 82, no. 8 (2025): 12–19.

Link, Laura J., and Radomir Ray Mitic. “Examining Grading Purpose and Practices: A Multivariate Analysis of Secondary Stakeholder Perceptions.” Assessment in Education: Principles, Policy & Practice 32, no. 3 (May 4, 2025): 336–54. https://doi.org/10.1080/0969594X.2025.2534813.

Masondo, Sipho. “Why I Would Give Motshekga an F for Failure.” news24, January 31, 2023. https://www.news24.com/opinions/columnists/guestcolumn/sipho-masondo-why-i-would-give-motshekga-an-f-for-failure-20230131.

Mlachila, Montfort, and Tlhalefang Moeletsi. “Struggling to Make the Grade: A Review of the Causes and Consequences of the Weak Outcomes of South Africa’s Education System,” 2019.

Mncube, N. “ Parents of Helpmekaar College Matriculants React to Results.” SABC News, 2020. https://www.youtube.com/watch?v=RzfYmv3rAfk.

Moodley, Sogen. “Defining City-to-City Learning in Southern Africa: Exploring Practitioner Sensitivities in the Knowledge Transfer Process.” Habitat International 85 (March 2019): 34–40. https://doi.org/10.1016/j.habitatint.2019.02.004.

Moru, Eunice Kolitsoe, and Motlatsi Mathunya. “A Constructivist Analysis of Grade 8 Learners’ Errors and Misconceptions in Simplifying Mathematical Algebraic Expressions.” JRAMathEdu (Journal of Research and Advances in Mathematics Education), July 31, 2022, 130–44. https://doi.org/10.23917/jramathedu.v7i3.16784.

Muchnick, C.C., and J. B. Curtis. “The Parent Compass: Navigating Your Teen’s Wellness and Academic Journey in Today’s Competitive World.” Hachette UK, 2020. https://books.google.co.za/books?hl=en&lr=&id=k2d4EAAAQBAJ&oi=fnd&pg=PT13&dq=Muchnick,+C.C.+and+Curtis,+J.+B.,+2020.+The+Parent+Compass:+Navigating+Your+Teen%27s+Wellness+and+Academic+Journey+in+Today%27s+Competitive+World&ots=vVc3spHpSO&sig=Jnx0-1oRY5GbpNmHbKO666la0h8&redir_esc=y#v=onepage&q&f=false.

Mzangwa, Shadrack T. “The Effects of Higher Education Policy on Transformation in Post-Apartheid South Africa.” Cogent Education 6, no. 1 (2019): 1592737.

Ndamase, Zona, and Mohammed Xolile Ntshangase. “The Impact of Basic Education Curriculum Gaps on Meeting Tertiary Education Admission Criteria – A Case of South Africa.” Journal of Education and Learning Technology, July 15, 2025, 449–58. https://doi.org/10.38159/jelt.2025673.

Ndlebe, Andiphe. “The Relationship between Attaining Matric and Labour Market Outcomes in South Africa,” 2022.

Nkosi, Thandi Priscillia, and Rufus Olufemi Adebayo. “An Exploration of the Progression Policy and Its Effects on Learner Achievement in KwaZulu-Natal.” Eurasian Journal of Business and Management 9, no. 3 (2021): 194–207. https://doi.org/10.15604/ejbm.2021.09.03.002.

Ntshangase, Mohammed Xolile. “Exploration of Philosophical and Legal Reasons for Inclusion of Academic Freedom in the Bill of Rights.” Artha Journal of Social Sciences 24, no. 2 (2025): 57.

Ntshangase, Mohammed Xolile, and Nkarhi Mathebula. “Self-Harm in the Public Spaces While Trying to Embrace Indigenous Languages in South African Context.” International Journal Of Humanities Education and Social Sciences (IJHESS) 4, no. 5 (April 26, 2025). https://doi.org/10.55227/ijhess.v4i5.1484.

Otsin, E. “Assessing the Causes of Stress among Teachers and Its Management by Heads in Selected Junior High Schools in the Atwima Nwabiagya North District.” University of Education, 2021.

Philippou, Nastassja, Ritesh Ajoodha, and Ashwini Jadhav. “Using Machine Learning Techniques and Matric Grades to Predict the Success of First Year University Students.” In 2020 2nd International Multidisciplinary Information Technology and Engineering Conference (IMITEC), 1–5. IEEE, 2020. https://doi.org/10.1109/IMITEC50163.2020.9334087.

Quina Galdino, Maria José, Laio Preslis Brando Matos de Almeida, Luiza Ferreira Rigonatti da Silva, Edivaldo Cremer, Alessandro Rolim Scholze, Júlia Trevisan Martins, and Maria do Carmo Fernandez Lourenço Haddad. “Burnout among Nursing Students: A Mixed Method Study.” Investigación y Educación En Enfermería 38, no. 1 (February 26, 2020). https://doi.org/10.17533/udea.iee.v38n1e07.

Radinger, T., and L., Boeskens. “More Time at School: Lessons from Case Studies and Research on Extended School Days. .” OECD Education Working Papers,  252 (2021): 1–153.

Rais, L.I. “Education in South Africa: Post-Apartheid Dilemma.” University of Martyr Sheikh Larbi Tebessi Tebessa, 2024.

Renault, Emmanuel. “Critical Theory, Social Critique and Knowledge.” Critical Horizons 21, no. 3 (July 2, 2020): 189–204. https://doi.org/10.1080/14409917.2020.1790750.

SABC News. “2024 Matric Results | Class of 2024 Achieves Highest Ever Pass Rate.” YouTube, 2024.

Schneider, J., and E. L. Hutt.  Off the Mark: How Grades, Ratings, and Rankings Undermine Learning (but Don’t Have to). Harvard University Press, 2023.

Sekiwu, Denis. “Social Alienation and Education Access for Indigenous Batwa Learners in Southwestern Uganda.” LWATI: A Journal of Contemporary Research 22, no. 1 (2025): 19–38.

Simelane, Thembile Trusty. Barriers to High Performance in Physical Science among Learners: A Case of Selected Township Secondary Schools in South Africa. University of South Africa (South Africa), 2019.

Spaull, N. “Education Quality in South Africa: An Overview.”  South African Journal of Education 33, no. 3 (2013): 1–25.

Spaull, Nicholas, and Janeli Kotze. “Starting behind and Staying behind in South Africa.” International Journal of Educational Development 41 (March 2015): 13–24. https://doi.org/10.1016/j.ijedudev.2015.01.002.

Taylor, Paul.  Religion in the Digital Age: Faith and Media after the Internet . New York: Routledge, 2011.

Ulker, Mehmet. “Educational System and Media Content in the Republic of South Africa.” Educational Research and Reviews 14, no. 15 (September 30, 2019): 533–40. https://doi.org/10.5897/ERR2019.3777.

Vos, Mark De, Kristin Van der Merwe, and Caroline Van der Mescht. “A Linguistic Research Programme for Reading in African Languages to Underpin CAPS.” Journal for Language Teaching 48, no. 2 (2014): 148–77.

Zhang, Chang, Lijuan Shi, Tong Tian, Ziwei Zhou, Xiyuan Peng, Yidong Shen, Yamin Li, and Jianjun Ou. “Associations Between Academic Stress and Depressive Symptoms Mediated by Anxiety Symptoms and Hopelessness Among Chinese College Students.” Psychology Research and Behavior Management Volume 15 (March 2022): 547–56. https://doi.org/10.2147/PRBM.S353778.

Ramasela Phuti Mokgotho holds a Bachelor of Education and an Honours degree in Education and is currently completing a master’s degree in Education. She is a dedicated and motivated researcher with a strong interest in educational development and academic inquiry. Ms Mokgotho is passionate about improving learning outcomes and addressing challenges within the education system, particularly in diverse and under-resourced contexts. Through her academic journey, she has developed strong skills in research, critical thinking, and academic writing. Her work reflects a commitment to lifelong learning and the application of knowledge to real-world educational issues. Ms Mokgotho aims to contribute meaningfully to the field of education through research and practice, with a focus on promoting equity, access, and quality education for all learners.

Mohammed Xolile Ntshangase holds a PhD (Philosophy) from the University of KwaZulu-Natal. As he always believed that sharing his knowledge and perspectives with others brings more pleasure, Mohammed enjoys sharing his views with fellow academics from different fields. He is currently affiliated with the University of Limpopo in the Department of Education Studies, wherein he serves as a senior lecturer of Philosophy & Psychology of Education. His areas of research interest are: African philosophy, philosophy of education, psychology of education, and gender studies. He has attended and presented papers in 14 academic conferences, including national and international ones, and he has more than 70 publications in DHET-accredited journals. Among his ambitions, Mohammed wishes and works towards being a global scholar renowned in different areas/ disciplines with his polymathic approach to research, which has attracted researchers to collaborate with him nationally and abroad. Mohammed believes that the interconnectedness of knowledge and the cry for interdisciplinarity and multidisciplinarity in research nowadays cannot be ignored. His scholarly awards include the VC’s 2023 best teacher award and 2024 best researcher award in the SoE (UL).

Nkarhi Excellent Mathebula graduated with a BA degree at the then University of the North (Now University of Limpopo) in 1996. Because he has always wanted to become a teacher, he enrolled for a Higher Education Diploma (HED), which he obtained the same year.  He went to further his studies, wherein he completed a Bed Honours in 1997. In pursuit of knowledge, he went on to register for a Master’s degree in Adult Education, which was later conferred in 2014. In the year 2021, Nkarhi Excellent obtained a PhD in Adult Education from the University of Limpopo. Nkarhi Excellent Mathebula is presently affiliated with the University of Limpopo under the Department of Education Studies, serving as a Senior Lecturer of Adult Education, Philosophy of Education, and Teaching Practice. He has presented papers in six (6) academic conferences and has published 26 articles in DHET-accredited journals. Among his many ambitions, Nkarhi Excellent Mathebula wishes to educate Adult Community Education lecturers with the aim of reskilling adults who are neither in Education, Employment, nor Training (NEET).

Mokgotho, Ramasela Phuti,  Mohammed Xolile Ntshangase, and Nkarhi Excellent Mathebula. “The Psychoanalytic Exploration of the Dangerous Obsession with the Matric Results in South African High Schools.” E-Journal of Humanities, Arts and Social Sciences 7, no.2 (2026): 591 -604. https://doi.org/10.38159/ehass.20267213